Literacy and Life Skills in Prison – Hamburg 1-4 June Dr. Christine Tuschinsky I N T E R K U L T U R E L L E O R I E N T I E R U N G U N D D I V E R S I T Y M A N A G E M E N T TOPICS  Population and migration background  Elements of culture - what is cultural diversity and where do we perceive it?  Cultural dimensions: High and low acceptance of power and hierarchy in family, education and workplace  Some culturally diverse learning and teaching styles  Questions for the discussion CULTURAL DIVERSITY IN LEARNING GROUPS

Literacy and Life Skills in Prison – Hamburg 1-4 June Dr. Christine Tuschinsky I N T E R K U L T U R E L L E O R I E N T I E R U N G U N D D I V E R S I T Y M A N A G E M E N T Who has a migration background? Persons who are not born in their current country of residence as well as their descendants are defined as persons with migration background. These are:  immigrated foreigners  foreigners born in Germany  naturalized foreigners  “Spätaussiedler”  and children with at least one parent, who meets one of these criteria, if they are residents in the Federal Republic of Germany.

Literacy and Life Skills in Prison – Hamburg 1-4 June Dr. Christine Tuschinsky I N T E R K U L T U R E L L E O R I E N T I E R U N G U N D D I V E R S I T Y M A N A G E M E N T Population and migration background (in %) in Germany 2005 Quelle: Statistisches Bundesamt, Leben in Deutschland. Ergebnisse des Mikrozensus 2005, Isoplan AiD-Graphik Germans without Migration Background 81 % Foreigners 9 % Germans with Migration Background 10 %

Literacy and Life Skills in Prison – Hamburg 1-4 June Dr. Christine Tuschinsky I N T E R K U L T U R E L L E O R I E N T I E R U N G U N D D I V E R S I T Y M A N A G E M E N T Elements of culture Nation CULTURE AgeGender Ethnicity Region Languages Social ClassReligion Profession…

Literacy and Life Skills in Prison – Hamburg 1-4 June Dr. Christine Tuschinsky I N T E R K U L T U R E L L E O R I E N T I E R U N G U N D D I V E R S I T Y M A N A G E M E N T High and low acceptance of power and hierarchy High acceptanceLow acceptance Inequalities among people are expected and wanted. Inequalities among people should be minimized. Status and title have important functions. Title, status und hierarchical position have little meaning. Privileges und status symbols are common and expected. Privileges und status symbols are disfavoured. Powerful persons try to appear as impressive as possible. Powerful persons try to appear rather less powerful. It is not desired to criticize persons of higher status/authority. It is possible to criticize persons of higher status/authority.

Literacy and Life Skills in Prison – Hamburg 1-4 June Dr. Christine Tuschinsky I N T E R K U L T U R E L L E O R I E N T I E R U N G U N D D I V E R S I T Y M A N A G E M E N T High and low acceptance of power and hierarchy in family and education High acceptance in family and education Low acceptance in family and education Respect towards parents, other older people and teachers is a basic virtue. Relationships to others do not depend on status. Parents teach children to be obedient. Parents and children are equal partners. Children are looked after; they are not expected to experiment for themselves. Children are encouraged to experiment actively. Independent behaviour is not encouraged, teachers may not be openly criticized or contradicted. A child may contradict and learns soon to say “no”. Students discuss/ argue with their teachers, criticize, and express differing opinions.

Literacy and Life Skills in Prison – Hamburg 1-4 June Dr. Christine Tuschinsky I N T E R K U L T U R E L L E O R I E N T I E R U N G U N D D I V E R S I T Y M A N A G E M E N T High and low acceptance of power and hierarchy in family, education, and workplace High acceptance in family, education and workplace Low acceptance in family, education and workplace Education is techer-centered and personalized. Teachers are gurus who transfer personal wisdom. Education is student-centered. Teachers are experts who transfer impersonal truths. Subordinates expect to be told what to do. Subordinates expect to be consulted. Teachers/instructors represent models, imitated by students. Teachers/instructors are partners in the learning process. (see Hofstede, 1991:23ff) There is a pattern of dependence of senior an higher ranking people  „natural“ need of dependence There is an ideal of personal independence  “natural“ need of independence

Literacy and Life Skills in Prison – Hamburg 1-4 June Dr. Christine Tuschinsky I N T E R K U L T U R E L L E O R I E N T I E R U N G U N D D I V E R S I T Y M A N A G E M E N T Some culturally diverse learning and teaching styles Some characteristics in other learning cultures Some characteristics typical in our learning culture The teacher is a distant authority who gives lectures. Students show respect Value opinions, creativity, originality. Be informal, not stress one’s authority Education is an important process – you cannot learn and have fun at the same time. Create excitement and engagement – entertain students Teachers don’t interact with students. Pay attention to students as individuals and include everyone Acquiring knowledge by learning by heart Encourage participation Teach detailed personal knowledge Teach broad knowledge and principles

Literacy and Life Skills in Prison – Hamburg 1-4 June Dr. Christine Tuschinsky I N T E R K U L T U R E L L E O R I E N T I E R U N G U N D D I V E R S I T Y M A N A G E M E N T Questions for the discussion 1 Integration means: To live with diversity and to include it structurally by mainstreaming strategies. The equal participation in all social, political and economic processes is a necessary condition for the integration of migrants. The same mechanism is effective in multicultural learning groups: the more diverse elements are included, the more students will be encouraged to participate and learn effectively.  What are the aims of a multicultural perspective in learning groups in prison?  Where and how can cultural diversity be incorporated in learning groups in prison?

Literacy and Life Skills in Prison – Hamburg 1-4 June Dr. Christine Tuschinsky I N T E R K U L T U R E L L E O R I E N T I E R U N G U N D D I V E R S I T Y M A N A G E M E N T Questions for the discussion 2 Pre-condition for social integration is to have equal opportunities in the educational system, and equal access to the public services including the employment offices and job centres. To have a job is the most important motor of integration. The same is true for prison inmates: Having a job is the most important factor in preventing re-offending and for their integration in society. Ex-prisoners without vocational or professional qualifications have low chances of finding a job.  How far is integration a common objective ?  What means integration inside and outside of prison?  Where and how can strategies of re-socialisation include aspects of cultural diversity ?

Literacy and Life Skills in Prison – Hamburg 1-4 June Dr. Christine Tuschinsky I N T E R K U L T U R E L L E O R I E N T I E R U N G U N D D I V E R S I T Y M A N A G E M E N T

Literacy and Life Skills in Prison – Hamburg 1-4 June Dr. Christine Tuschinsky I N T E R K U L T U R E L L E O R I E N T I E R U N G U N D D I V E R S I T Y M A N A G E M E N T... is a complex of abilities and attitudes that enables in cross-cultural situations a non-discriminatory handling of cultural differences. Empathiefähigkeit Tolerance to ambiguity Zusammenhang: - perception - communikation - culture Kenntnisse über Migration und ihre Hintergründe The aim: Intercultural competence …